参与在葡萄牙上学的吉普赛学生的学校活动

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Intercultural Education Pub Date : 2022-02-21 DOI:10.1080/14675986.2021.2018208

Paulo A. S. Moreira, H. Bilimória, Sandra Lopes

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引用次数: 1

摘要

吉普赛学生容易出现出勤率低、成绩低和辍学的情况(表明他们对学校的参与度低)。与学校的互动是一个包含认知、情感和行为成分的多维结构，研究尚未充分表征吉普赛学生在考虑这些不同维度时的互动。为此，吉卜赛学生(n = 42)和非吉卜赛学生(n = 76)完成了《学生参与量表》，该量表测量了参与的认知指标以及同伴、家长和教师对学习支持的看法。与非吉普赛学生相比，吉普赛学生对学校的认知参与程度明显较低，并且认为家庭对学习的支持程度较低。吉普赛学生和非吉普赛学生在从老师和同学那里得到的支持方面非常相似。吉普赛人学生参与的这种更详细的特征对旨在促进少数群体教育公平的干预实践和政策具有影响。

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Engagement with school in Gypsy students attending school in Portugal

ABSTRACT Gypsy students are vulnerable to poor school attendance, low achievement, and school dropout (indicative of low engagement with school). Engagement with school is a multidimensional construct with cognitive, affective, and behavioural components, and research has yet to fully characterise engagement among Gypsy students considering these distinct dimensions. Towards this aim, Gypsy (n = 42) and non-Gypsy students (n = 76) completed the Student Engagement Instrument, which measures cognitive indicators of engagement and perceptions of support for learning from peers, parents, and teachers. Gypsy students had significantly less cognitive engagement with school, and perceived lower family support for learning, than non-Gypsy students. Gypsy and non-Gypsy students were highly similar in perceived support from teachers and peers. This more detailed characterisation of Gypsy student engagement has implications for intervention practice and policy aimed at promoting educational equity for minority groups.

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来源期刊

Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

8.30%

发文量

期刊介绍： Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.